Training Needs of Governmental Schools’ Principals Hosting Kindergartens Classes: The Case for Jordan

Ashraah, Mamdouh M.; Al-Olaimat, Ali; Takash, Hanan M.

doi:10.5539/ies.v8n8p129

Cited by 3 publications

(4 citation statements)

References 5 publications

(3 reference statements)

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“…Regarding the planning-related needs, there is a need for improving the principals' ability to plan semester plans, student activities, teacher schedule, and teachers-parents meetings. There is a need for improving the principals' ability to engage teachers and parents in the planning and decision making processes (Ashraah et al, 2015).…”

Section: Definitionsmentioning

confidence: 99%

“…Regarding the organization -related needs, there is a need for improving the principals' ability to organize the record of employees' attendance, the records of their meetings with teachers, the records including information about the decisions of the ministry. There is a need for improving the principals' ability to delegate duties and responsibilities to teachers (Ashraah et al, 2015). Regarding the guidance -related needs, there is a need for improving the principals' ability to guide teachers in terms of meeting the children's interests and developing children's creativity.…”

Section: Definitionsmentioning

confidence: 99%

“…There is a need for improving the principals' ability to guide teachers in terms of implementing the daily plans and programs, coping with the workplace environment and taking individual differences into consideration. There is a need for improving the principals' ability to guide teachers in terms of improving the teacher-parent relationships and achieving professional development (Ashraah et al, 2015). Regarding the assessment -related needs, there is a need for improving the principals' ability to evaluate the performance of teachers and other employees.…”

Section: Definitionsmentioning

confidence: 99%

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The Training Needs of Educational Leaders in Jordanian Private Universities (An Empirical Study)

2021

JALHSS

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The present study aimed to explore the training needs of educational leaders in Jordanian private universities from their perspective. The researcher adopted a descriptive analytical approach. He employed a questionnaire and used a program called (the SPSS program) for analysing data. The population is represented in all the educational leaders in Jordanian private universities. The researcher passed 120 questionnaire forms through email to male and female heads of departments, deputies of heads of department, faculty deans, and deputies of faculty deans. However, 112 forms were retrieved and considered valid for analysis. SPSS was used. The researcher found that there is a great need for meeting the targeted administrative, technical and social training needs and IT-related training needs of the educational leaders in Jordanian private universities. The researcher recommends conducting researcher to explore the training needs of educational leaders in various types of educational institutions.

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Section: Definitionsmentioning

confidence: 99%

Section: Definitionsmentioning

confidence: 99%

Section: Definitionsmentioning

confidence: 99%

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The Training Needs of Educational Leaders in Jordanian Private Universities (An Empirical Study)

2021

JALHSS

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“…In Jordan, earlier studies have examined teachers' and principals' practices at schools (e.g. Abu-Tineh et al, 2009;Al-Omari, 2013;Ashraah et al, 2015;Khasawneh et al, 2012;Sakarneh, 2014) andevaluated ERfKE (e.g. Ababneh et al, 2014;Hua et al, 2014;NCHRD, 2017;Tweissi et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

‘Al Faza’a’ leadership: An implicit cultural barrier to distributed leadership in Jordanian public schools

Hashem¹

2020

Educational Management Administration & Leadership

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In 2003, the Jordanian government launched an ‘education reform for knowledge economy’ leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice ‘al faza’a’ leadership which is anchored in al faza’a social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. ‘Al faza’a’ hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy’s advocated distributed leadership programme. This paper concludes that ‘al faza’a’ practice can represent an implicit leadership theory in Jordanian schools.

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Imported policy ideals and distributed leadership in Jordanian schools

Hashem¹,

Starr²

2022

Educational Management Administration & Leadership

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In 2003, the ‘education reform for knowledge economy’ policy introduced the notion of distributed leadership into Jordanian public schools. Policy development, delivery and professional learning were funded and undertaken with assistance from international partners alongside the Jordanian Ministry of Education. The policy is now substantive. Distributed leadership's implicit western values of greater democracy, trust, empowerment and shared leadership responsibilities were delivered into a schooling system where traditional leadership roles and expectations derived from sheikhocratic customs are the norms. This article interrogates the paradox of distributed leadership in the context of time-honoured sheikhocratic practices from the perceptions and experiences of public school principals. Since perceptions about policy and implicit policy values are culturally mediated, it examines how the principles underpinning distributed leadership are interpreted through the lens of the Jordanian local culture as it is experienced in schools. The findings of this grounded theory study highlight incompatibilities between principals’ understandings of distributed leadership and those implicit in western cultures. This imported policy reform program filtered through host culture judgments produced different policy outcomes than those anticipated by policymakers.

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Training Needs of Governmental Schools’ Principals Hosting Kindergartens Classes: The Case for Jordan

Cited by 3 publications

References 5 publications

The Training Needs of Educational Leaders in Jordanian Private Universities (An Empirical Study)

The Training Needs of Educational Leaders in Jordanian Private Universities (An Empirical Study)

‘Al Faza’a’ leadership: An implicit cultural barrier to distributed leadership in Jordanian public schools

Imported policy ideals and distributed leadership in Jordanian schools

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